Wow! December already. This year just seems to be flying by! Hopefully ,the snowy months will follow suit so spring will seem like it is just around the corner.
November Stats
ENCY BRITANNICA
WORLDBOOK
Totals
OCLC
Books borrowed from Professional Library
SCHOOL
Search
Hits
Search
Hits
Searches
Hits
Borrowed
Loaned
CASLS
0
0
4
1
12
Alleg-Lime MH
267
30180
267
30180
2
3
Alleg/Lime Elem
119
2383
119
2383
1
Andover
0
0
1
11
Belfast
5
360
5
360
10
2
Bol-Richburg MH
762
13050
23
1040
785
14090
13
22
Bol-Richburg Elem
0
0
Catt- LV MH
171
2637
132
5540
303
8177
2
1
4
Catt-LV - Catt Elem
0
0
3
2
Cuba-Rush MH
4
160
4
160
2
Cuba-Rush Elem
0
0
3
Ellicotville
62
1357
27
1360
89
2717
Fillmore
247
122320
247
122320
6
3
6
Franklinville High
1
60
1
60
1
2
Franklinville Elem
121
4160
121
4160
1
1
Friendship
9
380
9
380
7
Genesee Valley
19
581
779
34820
798
35401
23
Hinsdale
0
20
48
2940
48
2960
1
1
1
Olean High
6
400
6
400
1
Olean Middle
24
2937
2
220
26
3157
3
Olean East View
0
0
Olean Wash West
0
0
1
2
Pioneer High
4
132
4
260
8
392
1
Pioneer Middle
548
7244
2867
130640
3415
137884
1
8
Pioneer Arcade
13
288
84
2860
97
3148
1
Pioneer Delevan
14
442
9
580
23
1022
Portville
0
20
0
20
3
26
Randolph High
29
1260
29
1260
1
6
Randolph Elem
6
140
6
140
1
Randolph Academy
0
0
1
27
Salamanca High
8724
115119
392
18860
9116
133979
4
Salamanca Middle
0
0
Salamanca Prospect
0
0
Salamanca Seneca
72
441
17
1080
89
1521
Scio
84
3660
84
3660
3
Wellsville High
0
80
142
7580
142
7660
1
1
Wellsville Middle
0
0
Wellsville Elementary
0
155
0
155
53
West Valley
0
0
1
20
Whitesville
0
0
1
7
Archbishop Walsh
0
0
Southern Tier Cath.
0
0
TOTALS
10532
146866
5305
370880
15837
517746
45
49
232
New titles in the Professional Library - Visit Medianet http://www.caboces.org/iss/resources
for more details or to request titles.
These are titles that have been added to the Professional Library in the last 90 days. The list is long. I promise to update you once a month in my "corner" so the lists are much shorter.
1984: A Novel (PL1502) JSA 1977 BOOK
Activity Schedules for Children With Autism : Teaching Independent Behavior (PL1956) TA 1999 BOOK
Animal Helpers: Sanctuaries (PL1113) P 2013 BOOK
Animal Helpers : Zoos (PL2490) PI 2013 BOOK
Anybody Home? (PL2125) PI 2013 BOOK
Assessment for Transitions Planning (PL2222) TA 2007 BOOK
Attainment's Job Coaching Strategies : a handbook for supported employment (PL1404) TA 2003 BOOK
Balloon Trees (PL1110) P 2013 BOOK
Black Swan Green : a novel (PL1117) SA 2007 BOOK
A Butterfly Called Hope (PL2476) PI 2013 BOOK
The Child and Adolescent Psychotherapy Treatment Planner (PL1475) TA 1996 BOOK
Children's Book-a-Day Almanac (PL1492) TA 2012 BOOK
Chronicle of a Death Foretold : a novel (PL1115) SA 2003 BOOK
English Language Arts Curriculum Grade 1 Domain 8 Listening and Learning (PL2516) TA 2013 BOOK
Copyright Criminals (PL1501) SAT DVD
The Curious Incident of the Dog in the Night-time (PL1114) SA 2003 BOOK
A Day in the Deep (PL1958) P 2013 BOOK
Deadly Venomous Animals (PL1493) PIJ 2013 BOOK
The Deductive Detective (PL1405) P 2013 BOOK
Dino Tracks (PL1108) P 2013 BOOK
Grade 2 Domain 1 Fighting For a Cause Anthology (PL1525) TA 2011 BOOK
ELA Curriculum: Grade 3 - Module 2A - Unit 1 (PL2497) TA 2012 BOOK
ELA Curriculum: Grade 3 - Module 2A - Unit 2 (PL2498) TA 2012 BOOK
ELA Curriculum: Grade 3 - Module 2A - Unit 3 (PL2499) TA 2012 BOOK
ELA Curriculum: Grade 4 - Module 1 - Unit 1 (PL2414) TA 2012 BOOK
ELA Curriculum: Grade 4 - Module 1 - Unit 2 (PL2415) TA 2012 BOOK
Immigration: Tell It Again! Read-Aloud Anthology (PL2333) TA 2013 BOOK
Early World Civilizations Tell It Again! Read-Aloud Antholog (PL1517) TA 2013 BOOK
Stories -Tell It Again! Read-Aloud Anthology (PL1506) TA 2013 BOOK
Different Lands, Similar Stories Curriculum Set (PL1641) TA 2013 BOOK
A New Nation American Independence Read-Aloud Anthology (PL1518) TA 2013 BOOK
Astronomy Tell It Again! Read-Aloud Anthology (PL1662) TA 2013 BOOK
Snap Shots Unit 1 Reader (PL1519) TA 2013 BOOK
Grade 1 Unit 1 Teacher Guide (PL1673) TA 2013 BOOK
ELA & Literacy Curriculum Grade 1 Unit 2 Skills Strand (PL1516) TA 2013 BOOK
Fairy Tales and Tall Tales Tell It Again! Flip Book (PL2031) TA 2013 BOOK
Greek Myths Tell It Again! Flip Book (PL1522) TA 2013 BOOK
The Ancient Greek Civilization Read-Aloud Anthology (PL1523) TA 2013 BOOK
The War of 1812 Tell It Again! Read Aloud Anthology (PL1524) TA 2013 BOOK
Westward Expansion Tell It Again! Read-Aloud Anthology (PL1526) TA 2013 BOOK
The Cat Bandit (PL1527) TA 2013 BOOK
Unit 2 Workbook for ELA & Literacy Grade 2 Skills Strand (PL1520) TA 2013 BOOK
Grade 2 Unit 3 Skills Strand Set (PL1529) TA 2013 BOOK
Columbus and the Pilgrims Tell It Again! Read-Aloud Antholog (PL2374) TA 2013 BOOK
Colonial Towns and Townspeople Tell It Again! set (PL1504) TA 2013 BOOK
Kings and Queens Tell It Again! Curriculum Set (PL1505) TA 2013 BOOK
Native Americans Tell It Again! Read-Aloud Anthology (PL2029) TA 2013 BOOK
ELA & Literacy Curriculum Kindergaten Unit 1 Teacher Guide (PL2030) TA 2013 BOOK
ELA & Literacy Curriculum Kindergaten Unit 10 Teacher Guide (PL1515) TA 2013 BOOK
ELA & Literacy Curriculum Kindergaten Unit 2 Teacher Guide (PL2515) TA 2013 BOOK
ELA & Literacy Curriculum Kindergaten Unit 3 Teacher Guide (PL1406) TA 2013 BOOK
ELA & Literacy Curriculum Kindergaten Unit 4 Teacher Guide (PL1507) TA 2013 BOOK
ELA & Literacy Curriculum Kindergaten Unit 5 Teacher Guide (PL1508) TA 2013 BOOK
ELA & Literacy Curriculum Kindergaten Unit 6 Teacher Guide (PL1510) TA 2013 BOOK
ELA & Literacy Curriculum Kindergaten Unit 7 Teacher Guide (PL1511) TA 2013 BOOK
ELA & Literacy Curriculum Kindergaten Unit 8 Teacher Guide (PL1512) TA 2013 BOOK
ELA & Literacy Curriculum Kindergaten Unit 9 Teacher Guide (PL1513) TA 2013 BOOK
Electric Shocks and Other Energy Evils (PL2402) PIJ 2013 BOOK
Extending the dance in infant and toddler caregiving : enhancing attachment and relationships (PL1467) TA 2009 BOOK
Ferdinand Fox's First Summer (PL1480) P 2013 BOOK
The Fort on Fourth Street : A Story About the Six Simple Machines (PL2491) PI 2013 BOOK
Frog Song (PL2225) PI 2013 BOOK
Fables and Stories: Tell It Again! Flip Book (PL1498) TA 2013 BOOK
Fables and Stories: Tell It Again! Read-Aloud Anthology (PL1497) TA 2013 BOOK
Immigration: Tell It Again! Flip Book (PL2335) TA 2013 BOOK
Early Asian Civilizations Set (PL1528) TA 2013 BOOK
Grades 3-5 ELA Curriculum: Teaching Practices and Protocols and Graphic Organizers (PL2496) TA BOOK
Mindset : The New Psychology of Success (PL1487) TA 2006 BOOK
Mapping the Big Picture : integrating curriculum and assessment, K-12 (PL1472) TA 1997 BOOK
Job search handbook for people with disabilities (PL1462) TA 2011 BOOK
Nursery Rhymes and Fables: Tell It Again! Read-Aloud Immage Cards (PL2229) TA 2013 BOOK
Nursery Rhymes and Fables Tell It Again! Read-Along Antholog (PL2227) TA 2013 BOOK
Learning disabilities and ADHD (PL1461) TA 1997 BOOK
Burrow (PL2353) PIJ 2013 BOOK
The Lost Painting: The Quest for a Caravaggio Masterpiece (PL2124) SA 2006 BOOK
MegaSkills: In School and Life - The Best Gift You Can Give Your Child (PL1463) TA 1992 BOOK
Mining Group Gold: How to Cash in on the Collaborative Brain Power of a Group (PL1464) TA 2000 BOOK
Mobilizing the Community to Help Students Succeed (PL1105) TA 2008 BOOK
Nature Recycles - How About You? (PL1109) P 2013 BOOK
No Biting : policy and practice for toddler programs (PL1957) TA 2008 BOOK
On the Move : Mass Migrations (PL1482) P 2013 BOOK
The Paraprofessional's Guide to the Inclusive Classroom: Working As a Team (PL1955) TA 1997 BOOK
The Paraprofessional's Guide to the Inclusive Classroom (2nd (PL2577) TA 2002 BOOK
The Perfect Pet (PL2492) PI 2013 BOOK
The picture exchange communication system training manual (PL1479) TA 2002 BOOK
Pond : Look Inside (PL2132) PIJ 2013 BOOK
The Portfolio Connection (PL1476) TA 1994 BOOK
The Power of Protocols —An Educator's Guide to Better Practice (PL2489) TA 2013 BOOK
Preschool Education Programs for Children With Autism (PL1474) TA 2001 BOOK
Rainforest Research Journal (PL1530) PIJ 2011 BOOK
Raising Resilient Children : a curriculum to foster strength, hope, and optimism in children (PL1478) TA 2002 BOOK
The Reasons for Seasons (PL1531) PI 1995 BOOK
The Road Ahead: Transition to Adult Life for Persons With Disabilities (PL1106) TA 2008 BOOK
Science and Craft Projects with Insects, Spiders,and Other Minibeasts (PL2151) PI 2013 BOOK
Science and Craft Projects with Plants and Seeds (PL2226) PI 2013 BOOK
Science and Craft Projects with Rocks and Soil (PL1552) PI 2013 BOOK
Science and Craft Projects with Trees and Leaves (PL2372) PI 2013 BOOK
Science and Craft Projects with Weather (PL2355) PI 2013 BOOK
Science and Craft Projects with Wildlife (PL1122) PI 2013 BOOK
Seeds, Bees, Butterflies, and More! : poems for two voices (PL2413) PI 2013 BOOK
Shark Baby (PL2475) PI 2013 BOOK
Sold (PL1532) JSA 2008 BOOK
Student-focused Conferencing and Planning (PL1477) TA 2002 BOOK
A Teacher's Guide to Working With Para-educators and Other Classroom Aides (PL1473) TA 2001 BOOK
Teaching Kids With Learning Difficulties in the Regular Classroom : ways to challenge & motivate struggling students to achieve proficiency with required standards (PL1470) TA 2006 BOOK
The Tell-Tale Heart (PL2126) IJS 2013 BOOK
Ten Things Every Child With Autism Wishes You Knew (PL1465) TA 2005 BOOK
Their Eyes Were Watching God (PL1116) JSA 2006 BOOK
Transitions to postsecondary learning : self-advocacy handbook for students with learning disabilities and/or attention deficit disorder (PL1468) TA 1998 BOOK
Unbroken: A World War II Story of Survival, Resilience, and Redemption (PL1503) SA 2010 BOOK
We Can't Teach What We Don't Know : white teachers, multiracial schools (PL2473) TA 2006 BOOK
Weird Nature (PL2411) PIJ 2013 BOOK
What Every Principal Needs to Know About Special Education (PL1469) TA 2009 BOOK
What Readers Really Do (PL1954) TA 2012 BOOK
When Autism Strikes: Families Cope with Childhood Disintegrative Disorder (PL2502) TA 1998 BOOK
The Whipping Boy Study Guide (PL1499) TA 1989 BOOK
Women and Girls Lead :Volume 1 (PL1382) IJSAT DVD
This is a Story You Have to Tell: Women, Girls, and the Criminal Justice System (PL1500) JSAT DVD
Writing Lessons to Meet the Common Core (PL2525) TA 2013 BOOK
Your Circulatory System (PL2493) PIJ 2013 BOOK
Your Digestive System (PL2494) PIJ 2013 BOOK
Your Muscular System (PL2349) PIJ 2013 BOOK
Your Nervous System (PL2495) PIJ 2013 BOOK
Your Respiratory System (PL2477) PIJ 2013 BOOK
Your Skeletal System (PL2412) PIJ 2013 BOOK
MARY ANN'S MEANDERINGS
3. A Lively Debate Among School Librarians: Dewey or Don’t We? Taken from The Marshall Memo
In her lead article in this chockerblock-full issue of Knowledge Quest, Gail Dickinson (Old Dominion University and president of the American Association of School Librarians) introduces 14 articles for and against reorganizing school libraries by genre and topic in place of the traditional Dewey Decimal Classification system. Dickinson and the AASL haven’t taken a position, instead framing the issue in the broadest terms and inviting educators to decide whether or not to dump Dewey based on whether it furthers the fundamental mission of libraries. “Our publicly perceived personae of stern, shushing, bun-headed librarians have always been at odds with our passionate attention to access and equity,” she says. “Libraries stand at the basis of a free society, and librarians are the guardians of that freedom.” Here are some of the arguments from Dickinson’s article and a selection of the others: For continuing Dewey organization: - Libraries need to have a system for organizing books; otherwise people won’t be able to find specific books they’re searching for. - The Dewey system is one of only two well-thought-out systems for organizing books (the other is the system used by the Library of Congress). - The system developed by Melvil Dewey in 1876 was revolutionary for its time, and organized human knowledge to answer the biggest questions, starting with, Who am I? How did I get here? - The Dewey system is constantly being revised to meet new informational needs, has plenty of capacity to add new categories, and has been linked to online resources at http://dewey.info; this platform allows users to connect Dewey numbers to virtually all online sources of information and vice-versa. - For various libraries to be able to exchange books, catalogues, and information, a uniform system is important, and Dewey is the logical choice. - Librarians are trained in the Dewey system and most are able to make it work for children. - Keeping a uniform, predictable library arrangement is important if students are to be comfortable finding resources in public and university libraries in the future. - It’s not a good use of librarians’ time to be inventing and implementing a new classification system when they could be providing direct services to users. For genre- and topic-based arrangements: - The two main ways students look for books, say New York City librarians Tali Balas Kaplan, Sue Giffard, Jennifer Still-Schiff, and Andrea Dolloff, are (a) searching the catalog, finding the number, writing it down, and locating the book on the shelf, and (b) browsing the shelves. Most students find books by browsing. The library’s organization should make that as easy and productive as possible, but the Dewey system doesn’t do that. - In fact, say Kaplan, Giffard, Still-Schiff, and Dolloff, the Dewey system “is not developmentally appropriate for children, and the connections are not intuitive… In addition, many of the browsing connections that Dewey makes are either out of date or not logical to children… As a result, they are not able to browse effectively.” - Revisions to the Dewey system have resulted in numerical overload, which younger readers find confusing. The system is “usable, but not user-friendly,” say New York librarian Sandra Bojanowski and assistant librarian Shelley Kwiecien. “Our goal was to make our classification system work harder for the students and not the students working hard to understand the system.” - Dewey’s taxonomy is confusing, say Kaplan, Giffard, Still-Schiff, and Dolloff: Why, they ask, are railroads under 383, but other transportation in the 620s? Why is astronomy in 520 but space flight in 629.4? The 600s are about technology, which in Dewey includes inventions, human body, electricity, boats and ships, bridges and tunnels, airplanes, cars, motorcycles, space travel, robots, gardening, pets, cooking, sewing, codes, and woodworking. And why are books about homosexuality right next to books on incest and slavery? asks Jeffrey Aubuchon. - Better to rethink library organization by looking ahead to what libraries will be like in the year 2020, says Christopher Harris. He believes a new system should be student-oriented, flexible enough to accommodate growing and evolving knowledge in the years ahead, take into account the declining role of print-based resources, and designed to work in harmony with future digital storage, discovery, and retrieval methods. - Works of fiction should be displayed in ways that match the interests of users, which points to “genre-fying” – for example, sections for adventure, animals, fantasy, historical, mystery, scary, science fiction, and sports. - After looking at a number of possible systems, Kaplan, Giffard, Still-Schiff, and Dolloff developed Metis http://metisinnovations.com with the goal of organizing libraries to be flexible, visual, child-friendly, browsable, searchable, and put topics together to maximize what they call orchestrated luck: “This ‘luck’ increases patrons’ chances of finding books that they didn’t know they would want but are happy to have found.” - Their big question in creating Metis was, “Where can I put this book that would maximize its chance of being found by likely users?” This led them to put fiction and nonfiction together, which they believe will reduce confusion and raise interesting questions about the difference between what’s real and what’s not. - Kaplan, Giffard, Still-Schiff, and Dolloff claim that Metis is a natural fit with Common Core, pushing students “to demonstrate independence and perseverance, to construct arguments, and comprehend, critique, and support with evidence; and to use resources, strategies, and tools to demonstrate strong content knowledge.” A hybrid system: - Need this be an either-or choice? Is it possible to maintain the Dewey system and pull books out for special genre or topic displays that change over time?
Crash Course in Copyright from the University of Texas Libraries
http://www.bcdb.com/ The Big Cartoon DataBase Is The Largest Animation Resource On The Internet, See Your Favorite Classic Cartoons, TV Series Episode Guides & Animated Films.
PINTEREST
RONDA'S CORNER
Wow! December already. This year just seems to be flying by! Hopefully ,the snowy months will follow suit so spring will seem like it is just around the corner.
November Stats
New titles in the Professional Library - Visit Medianet http://www.caboces.org/iss/resources
for more details or to request titles.
These are titles that have been added to the Professional Library in the last 90 days. The list is long. I promise to update you once a month in my "corner" so the lists are much shorter.
MARY ANN'S MEANDERINGS
3. A Lively Debate Among School Librarians: Dewey or Don’t We? Taken from The Marshall Memo
In her lead article in this chockerblock-full issue of Knowledge Quest, Gail Dickinson (Old Dominion University and president of the American Association of School Librarians) introduces 14 articles for and against reorganizing school libraries by genre and topic in place of the traditional Dewey Decimal Classification system. Dickinson and the AASL haven’t taken a position, instead framing the issue in the broadest terms and inviting educators to decide whether or not to dump Dewey based on whether it furthers the fundamental mission of libraries. “Our publicly perceived personae of stern, shushing, bun-headed librarians have always been at odds with our passionate attention to access and equity,” she says. “Libraries stand at the basis of a free society, and librarians are the guardians of that freedom.”Here are some of the arguments from Dickinson’s article and a selection of the others:
For continuing Dewey organization:
- Libraries need to have a system for organizing books; otherwise people won’t be able to find
specific books they’re searching for.
- The Dewey system is one of only two well-thought-out systems for organizing books (the other is the system used by the Library of Congress).
- The system developed by Melvil Dewey in 1876 was revolutionary for its time, and organized human knowledge to answer the biggest questions, starting with, Who am I? How did I get here?
- The Dewey system is constantly being revised to meet new informational needs, has plenty of capacity to add new categories, and has been linked to online resources at http://dewey.info; this platform allows users to connect Dewey numbers to virtually all online sources of information and vice-versa.
- For various libraries to be able to exchange books, catalogues, and information, a uniform system is important, and Dewey is the logical choice.
- Librarians are trained in the Dewey system and most are able to make it work for children.
- Keeping a uniform, predictable library arrangement is important if students are to be comfortable finding resources in public and university libraries in the future.
- It’s not a good use of librarians’ time to be inventing and implementing a new classification system when they could be providing direct services to users.
For genre- and topic-based arrangements:
- The two main ways students look for books, say New York City librarians Tali Balas Kaplan, Sue Giffard, Jennifer Still-Schiff, and Andrea Dolloff, are (a) searching the catalog, finding the number, writing it down, and locating the book on the shelf, and (b) browsing the shelves. Most students find books by browsing. The library’s organization should make that as easy and productive as possible, but the Dewey system doesn’t do that.
- In fact, say Kaplan, Giffard, Still-Schiff, and Dolloff, the Dewey system “is not developmentally appropriate for children, and the connections are not intuitive… In addition, many of the browsing connections that Dewey makes are either out of date or not logical to children… As a result, they are not able to browse effectively.”
- Revisions to the Dewey system have resulted in numerical overload, which younger readers find confusing. The system is “usable, but not user-friendly,” say New York librarian Sandra Bojanowski and assistant librarian Shelley Kwiecien. “Our goal was to make our classification system work harder for the students and not the students working hard to understand the system.”
- Dewey’s taxonomy is confusing, say Kaplan, Giffard, Still-Schiff, and Dolloff: Why, they ask, are railroads under 383, but other transportation in the 620s? Why is astronomy in 520 but space flight in 629.4? The 600s are about technology, which in Dewey includes inventions, human body, electricity, boats and ships, bridges and tunnels, airplanes, cars, motorcycles, space travel, robots, gardening, pets, cooking, sewing, codes, and woodworking. And why are books about homosexuality right next to books on incest and slavery? asks Jeffrey Aubuchon.
- Better to rethink library organization by looking ahead to what libraries will be like in the year 2020, says Christopher Harris. He believes a new system should be student-oriented, flexible enough to accommodate growing and evolving knowledge in the years ahead, take into account the declining role of print-based resources, and designed to work in harmony with future digital storage, discovery, and retrieval methods.
- Works of fiction should be displayed in ways that match the interests of users, which points to “genre-fying” – for example, sections for adventure, animals, fantasy, historical, mystery, scary, science fiction, and sports.
- After looking at a number of possible systems, Kaplan, Giffard, Still-Schiff, and Dolloff developed Metis http://metisinnovations.com with the goal of organizing libraries to be flexible, visual, child-friendly, browsable, searchable, and put topics together to maximize what they call orchestrated luck: “This ‘luck’ increases patrons’ chances of finding books that they didn’t know they would want but are happy to have found.”
- Their big question in creating Metis was, “Where can I put this book that would maximize its chance of being found by likely users?” This led them to put fiction and nonfiction together, which they believe will reduce confusion and raise interesting questions about the difference between what’s real and what’s not.
- Kaplan, Giffard, Still-Schiff, and Dolloff claim that Metis is a natural fit with Common Core, pushing students “to demonstrate independence and perseverance, to construct arguments, and comprehend, critique, and support with evidence; and to use resources, strategies, and tools to demonstrate strong content knowledge.”
A hybrid system:
- Need this be an either-or choice? Is it possible to maintain the Dewey system and pull books out for special genre or topic displays that change over time?
“The Way We Do the Things We Do” by Gail Dickinson (p. 4-6), gdickins@odu.edu
“The Dewey Debate” by Hilda Weisburg (p. 8-9), hildakw@gmail.com
“A Genre Conversation Begins” by Juanita Jameson (p. 10-13), jjameson@gckschools.com
“Library Classification 2020” by Christopher Harris (p. 14-19), infomancy@gmail.com
“One Library’s Experience” by Sandra Bojanowski and Shelley Kwiecien (p. 20-21)
“Dewey: How to Make It Work for You” by Michael Panzer (p. 22-29), panzerm@oclc.org
“One Size Does Not Fit All” by Tali Balas Kaplan, Sue Giffard, Jennifer Still-Schiff, and Andrea Dolloff (p. 30-37), balaskaplan@yahoo.com, sgiffard@gmail.com, jennstill@yahoo.com, and akdblue@aol.com
“21st-Century Thinking at the Local Level” by Jeffrey Aubuchon (p. 44-45), jaubuchon@awrsd.org
“Is It Truly a Matter of ‘Dewey or Don’t We’?” by Allison Kaplan (p. 46-47), agkaplan@wisc.edu
“Dewey or Don’t We?” by Devona Pendergrass (p. 56-59), dpendergrass@mtnhome.k12.ar.us
in Knowledge Quest, November/December 2013 (Vol. 42, #2), http://www.ala.org/aasl/kq. Educators can post their views on the Dewey/Genre debate at https://www.facebook.com/aaslala.
Statistics for Cattaraugus-Allegany-Erie-Wyoming BOCES School Library System -TEACHING BOOKS
Increasing Awareness & Use of Your TeachingBooks.net License
http://copyright.lib.utexas.edu/
Crash Course in Copyright from the University of Texas Libraries
http://www.bcdb.com/
The Big Cartoon DataBase Is The Largest Animation Resource On The Internet,
See Your Favorite Classic Cartoons, TV Series Episode Guides & Animated
Films.
http://www.library.illinois.edu/sshel/specialcollections/rankings/
College and University Rankings , Education and Social Science Library,
Primary Sources http://librariansonthefly.blogspot.com/2013/11/docsteach-app-for-this-appy-friday.html?m=1
Primary Sources
http://www.infotopia.info/primary_sources.html